Teaching Measurement Fundamentals

Abstract

While it has always been true that measurements are made to guide decision-making, there is abundant evidence that not all measurement results are meaningful. We give examples of fully-functional, tested and trusted measurement systems producing nonsensical results. A common characteristic of such systems is they are designed without a clear understanding of the purpose or context of the measurements. To help ensure measurements are designed and used fit for the intended purpose, we propose that, in addition to the appropriate instrumentation, technology, and techniques, all engineering and science students be taught the basics of measurement theory and an overview of measurement infrastructure. We estimate that this can be accomplished in a single semester course. Essential and important elements of the syllabus are considered.